The 4 Cs The 4Cs Teaching Framework: content/subject matter/project/theme communication/language cognition/thinking culture/citizenship

Using language language content

Using language content language

Using language to learn Learning to use language A 4Cs teaching framework requires a re-conceptualisation of language from language learning per se towards an integrated model which actively involves the learner in using and developing Language of Learning Language for Learning Language through Learning

Using language D emands teachers systematically plan for, teach, monitor and evaluate: Language of Learning - linked to an analysis of content, thematic, syllabus demands - grammar,vocabulary, structures, functions Language for Learning - builds up learner repertoire linked to meta-cognitive skills & talk for learning in contexts real for the learners Language through Learning- emergent knowledge building & skill development, cognitive development, BICS/CALP

Using language High cognitive 34 LowHighLinguistic 21 Low cognitive

BLOOM’S Taxonomy of Thinking skills Analysis: Analyse, Characterise, Classify, Compare, Contrast, Debate, Deduce, Diagram, Differentiate, Discriminate, Distinguish, Examine, Outline, Relate, Research, Separate, Synthesis: Compose, Construct, Create, Design, Develop, Integrate, Invent, Make, Organise, Perform, Plan, Produce, Propose, Rewrite Evaluation: Appraise, Argue, Assess, Choose, Conclude, Critic, Decide, Evaluate, Judge, Justify, Predict, Prioritise, Prove, Rank, Rate, Select

Bloom’s Taxonomy Verbs

What we know about CLIL Backdoor language teaching or additional subject teaching ‘Dumbing down’ of subject content Favouring languages at the expense of the non-language subject Threatening subject specialisms from either perspective Trendy or new- it’s been around a long time Aiming at making students bilingual CLIL is not about:

What we know about CLIL Immersion education (eg the Canadian model) but rather a flexible European approach which responds to a very wide range of situational & contextual demands Being elitist and therefore only for more able students Buying in foreign national teachers Teaching what students already know but in a different code ( ie the foreign language) CLIL is not about:

CLIL potential: 10 good reasons 1. Revisits effective teaching and learning and provides new challenges 2. Offers opportunities for connecting elements of the curriculum in an explicit way- making connections, building on strengths-motivating 3. Puts literacy at the forefront (Bullock revisited) as well as communication skills (interaction, talking rather than speaking) 4. Redefines appropriacy of skills such as reading texts (DARTS), using writing frames, key messages 5. Provides excellent opportunities for challenging all learners-thinking skills

CLIL potential: 10 good reasons 6. Adds meaning to citizenship and global issues 7. Offers infinite ICT opportunities 8. Raises linguistic competence and confidence- it sense 9. Challenges xenophobia 10. Widens horizons at different levels: students understanding school curricular organisation GCSE options attainment cross-curricular approaches gender issues associated with specific subjects

What CLIL Research tell us Raises linguistic competence and confidence Raises teacher and learner expectations Involves risk-taking and problems -solving Motivates and encourages independence Takes students beyond reductive topics Improves L1 literacy Encourages linguistic spontaneity Develops study skills, concentration Positive attitudes, gender issues motivation Develops thinking skills Puts culture back on the agenda Increases vocabulary learning skills